week 15, april 27, tuesday

Inquiry 3

Debate

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assignments

Read: Gardner, H. Multiple intelligences assignment again.

No blog

Eric Dickens (section 29) created a “how to” video to show how create a voice-over on a still image.

http://www.viddler.com/explore/ericmdickens/videos/21/

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profound ideas in behaviorism and cognitivism

Bruner’s assertion about structure and learning: "Any subject can be taught effectively in some intellectually honest form to any child at any stage of development"

"Perhaps the most incomprehensible thing about the world is that it is comprehensible" Einstein

Look, listen, experience the world around you. It is not a "blooming, buzzing confusion" (William James). It is not like listening to static on the radio that seems like an undifferentiated stream of sounds. We perceive discrete elements and relations between elements.

Perception is reality.

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profound ideas in behaviorism and cognitivism

“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years.” (Watson, 1930)

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inquiry 3

Labeling vs. Revealing

Your inquiry should use ideas or terminology to reveal new insights

Your inquiry should not just label something with the idea or terminology

Small group discussion: Think of an idea or terminology from TE250. See if you can come up with an example of labeling and revealing.

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ideas as lens

A good way to start revealing, rather than labeling...

Ask “If we look at this situation through this lens, what do we see?”

“this lens” is any of the ideas or terminology associated with a particular perspective on learning.

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ideas and terminology - behaviorism

To learn is to acquire new responses to cues in the environment

Learning is the process of trial and error, or imitation. Rewarded behaviors tend to continue. Unrewarded or punished behaviors tend to stop.

Learning is motivated by seeking reward, avoiding punishment.

The schedule of reinforcement affects the behavior

Reinforcement (positive or negative) can take many forms: physical, social, vicarious, immediate, delayed

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ideas and terminology - cognitivism

To learn is to make sense of the relationship between pieces of information.

Learning is the process of making sense. New understanding is constructed from prior knowledge and new information.

Learning is motivated by curiosity, the need to make sense of something, or to reduce cognitive dissonance.

Knowledge is constructed. It is not simply received.

Reality is perception. Things are always interpreted through our prior knowledge

Knowledge is constructed. It is not simply receivedthe one five o

example: revealing

Example: I want to better understand why my friend is so stressed out about her biology class, even though she gets good grades.

(behaviorist lens) What can be revealed if I take a closer look at how her present and past environments relate to this behavior? What are the positive and negative consequences?

(cognitive lens) What can be revealed if I take a closer look at how she is interpreting this situation? What does success or failure mean to her in terms of her perceptions of herself or future goals,?

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ideas as lens

A not-so-good way to start…

Example (behaviorist): Even though tests are aversive, she finds good grades rewarding. So, that’s behaviorism. That’s how the environment shaped her behavior.

Example (cognitive): Her self-concept is important and she has strong career goals. Therefore, doing well in biology means a lot.

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ideas as lens

Are you revealing? Simply ask,

Has your inquiry caused the situation to be more detailed, to be better understood, and to mean more to you?

If you were a teacher, are you in a better position to change the situation?

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debate

Stage 1. Prepare a statement to support your side of the debate. 30 seconds long. You can practice in a small group.

Stage 2. Listen to a statement from the other side, and then respond immediately.

Public Speaking

You want to be confident and persuasive. You want “own” the moment.

What you say and how you say it are both importantthe one five o

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